The Effect of the Socio-Scientific Inquiry (SSI) Learning Model on the Comprehension of Ecosystem Concepts by High School Students

Yara Maulina Nasution, Ummi Nur Afinni Dwi Jayanti

Abstract


Understanding biological concepts is the main target of learning because it relates to the Sustainable Development Goals (SDGs) objectives. However, understanding biological concepts still needs to be solved in Indonesia, one of which is the low understanding of biological concepts in ecosystem material. This research aims to determine the effect of the Socio Scientific Inquiry (SSI) learning model on students' understanding of concepts in ecosystem material. The research method employed a quasi-experiment with a two-group pre-test-post-test design. Cluster random sampling was the method of sampling that was applied. An essay with 10 concept understanding questions served as the research tool. Descriptive analysis was used as the data analysis method to determine the standard deviation, mean, median, and mode. In order to evaluate the hypothesis in this study, the independent t-test was employed, while the normality and homogeneity tests were performed for the precondition analysis. The average post-test score in the experimental class is 80.50, whereas it is 67.83 in the control class, according to the results of the descriptive analysis. This difference indicates that the average post-test score in the experimental class is more significant than in the control class. According to study utilizing the t-test, the Sig (2-tailed) value was 0.000 < 0.05, Which leading to the rejection of H0 and the acceptance of Ha. This indicates that the Socio Scientific Inquiry (SSI) learning model has an impact on students' conceptual comprehension. Compared to traditional learning models, this study finds that the Socio Scientific Inquiry (SSI) learning paradigm has a positive impact on students' conceptual comprehension


Keywords


Ecosystem, Socio Scientific Inquiry (SSI) models, Understanding concepts

References


Abebe, W. K., Tafari, H. W., & Faris, S. B. (2023). Effect of context based REACT strategy on students’ conceptual understanding of heredity. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290104

Adhani, A., & Rupa, D. (2020). Analysis of Biology Education Student’s Conceptual Understanding in Plant Physiology Course. Jurnal Inovasi Pendidikan Sains, 11(1), 18–26. http://dx.doi.org/10.30651/pb:jppb.v100i1.14439.

Amos, R., & Levinson, R. (2019). Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science. International Journal of Development Education and Global Learning, 11(1), 29–49. https://doi.org/10.18546/ijdegl.11.1.03

Ardiyanti, Y., & Rahmawati Utami, M. (2018). Identifikasi Miskonsepsi Siswa Pada Materi Sistem Reproduksi. BIOSFER : Jurnal Biologi Dan Pendidikan Biologi, 2(2). https://doi.org/10.23969/biosfer.v2i2.574

Arief, M. M. (2023). Integrasi Materi Ipa “Ekosistem Bagi Kehidupan Manusia” Dengan Ayat Al-Qur’an. Tarbiyah Darussalam: Jurnal Ilmiah Kependidikan Dan Keagamaan, 7(01), 94. https://doi.org/10.58791/tadrs.v7i01.287

Arini, D. S., Rahayu, S., & Kusairi, S. (2021). Efektivitas Learning Cycle 3E Berkonteks Socioscientific Issues terhadap Pemahaman Konsep dan Penjelasan Ilmiah Siswa Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(11), 1555. https://doi.org/10.17977/jptpp.v5i11.14154

Aritia, E., & Suyanto, S. (2019). The Effect of Problem based Learning Model and Concept Map Strategy for Problem Solving and Understanding of the Ecosystem Concept of High School Students. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012005

Azizah, N., & Alberida, H. (2021). Seperti Apa Permasalahan Pembelajaran Biologi pada Siswa SMA? Journal for Lesson and Learning Studies, 4(3), 388–395. https://doi.org/10.23887/jlls.v4i3.38073

Cook, K. L., & Buck, G. A. (2013). Pre-service Teachers’ Understanding of the Nature of Science through Socio-scientific Inquiry. Electronic Journal of Science Education, 22(1), 1–21.

Dinda Nur Azizah, Irwandi, D., & Saridewi, N. (2021). Pengaruh Model Pembelajaran Problem Based Learning Berkonteks Socio Scientific Issues Terhadap Kemampuan Literasi Sains Siswa pada Materi Asam Basa. JRPK: Jurnal Riset Pendidikan Kimia, 11(1), 12–18. https://doi.org/10.21009/jrpk.111.03

Fahrurrizal, M., Suwono, H., & Susilo, H. (2019). Studi Komparatif Strategi Pembelajaran Inkuiri Ditinjau dari Kemampuan Kognitif Siswa SMA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(6), 753. https://doi.org/10.17977/jptpp.v4i6.12497

Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting Socio-scientific Issues for Teaching. Science & Education, 28(6–7), 639–667. https://doi.org/10.1007/s11191-019-00065-x

Hendriyanto, B. (2021). Belajar Menurut Al-Qur’an : Surat Al-Ghasiyyah Ayat 17-20 Menggunakan Metode Tafsir Content Analysis. Jurnal Agama Dan Sosial Humaniora, 9(2), 163–171.

Indriani, T., & Jayanti, U. N. A. D. (2022). Interactive Socio-Scientific Inquiry: The Effects on Creative Thinking Skills. Jurnal Pendidikan MIPA, 23(3), 995–1005. https://doi.org/10.23960/jpmipa/v23i3.pp995-1005

Karahan, E., & Roehrig, G. (2017). Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning. Research in Science Education, 47(4), 755–782. https://doi.org/10.1007/s11165-016-9527-9

Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388–410. https://doi.org/10.1080/13504622.2018.1442418

Leal Filho, W., Tripathi, S. K., Andrade Guerra, J. B. S. O. D., Giné-Garriga, R., Orlovic Lovren, V., & Willats, J. (2019). Using the sustainable development goals towards a better understanding of sustainability challenges. International Journal of Sustainable Development and World Ecology, 26(2), 179–190. https://doi.org/10.1080/13504509.2018.1505674

Leal Filho, Walter, Azeiteiro, U., Alves, F., Pace, P., Mifsud, M., Brandli, L., Caeiro, S. S., & Disterheft, A. (2018). Reinvigorating the sustainable development research agenda: the role of the sustainable development goals (SDG). International Journal of Sustainable Development and World Ecology, 25(2), 131–142. https://doi.org/10.1080/13504509.2017.1342103

Lestari, F. P., & Ristontowi, R. (2021). Kemampuan Pemahaman Konsep Matematika Siswa Sma Pada Model Discovery Learning Dan Model Auditory Intellectually Repetition. Indiktika : Jurnal Inovasi Pendidikan Matematika, 4(1), 46–54. https://doi.org/10.31851/indiktika.v4i1.6334

Lestari, R., Haryono, T., & Erman, E. (2021). Using Comic-Based Socio-Scientific Issues in inquiry learning to increase interest and achievement in science learning. Thabiea : Journal of Natural Science Teaching, 4(1), 62. https://doi.org/10.21043/thabiea.v4i1.9919

Lumban Gaol, B. K., Silaban, P. J., & Sitepu, A. (2022). Pengaruh Kemampuan Berpikir Kritis Terhadap Hasil Belajar Siswa Pada Tema Lingkungan Sahabat Kita Di Kelas V Sd. JURNAL PAJAR (Pendidikan Dan Pengajaran), 6(3), 767. https://doi.org/10.33578/pjr.v6i3.8538

Macalalag, A. Z., Johnson, J., & Lai, M. (2020). How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education, 15(2), 389–413. https://doi.org/10.1007/s11422-019-09944-9

Maryam, & Suwono, H. (2023). Assessing the Effect of Socio-Scientific Inquiry-Based Learning on Socio-Scientific Decision-Making Skill among Senior High School Students. Jurnal Penelitian Pendidikan IPA, 9(11), 10083–10090. https://doi.org/10.29303/jppipa.v9i11.5067

Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863

Radiusman, R. (2020). Studi Literasi: Pemahaman Konsep Anak Pada Pembelajaran Matematika. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 6(1), 1. https://doi.org/10.24853/fbc.6.1.1-8

Rahmadhani, E., Wahyuni, S., & Mandasari, L. (2021). Kemampuan Pemahaman Konsep Pada Pembelajaran Matematika Berorientasi React Dan Stem. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 615. https://doi.org/10.24127/ajpm.v10i2.2986

Rinjani, S. D., Samsuri, T., & Yusuf, Y. (2022). Evaluasi Pemahaman Konsep Mahasiswa Pendidikan Biologi Pada Materi Ekologi. Reflection Journal, 2(2), 46–55. https://doi.org/10.36312/rj.v2i2.683

Rufa Hera. (2018). Pengaruh Pembelajaran Socio Scientific Issues Pada Materi Pencemaran Lingkungan Terhadap Pemahaman Konsep Siswa Kelas X SMAN 1 Meureubo Kabupaten Aceh Barat. Seminar Nasional Pendidikan Dasar, 484–493. https://gudangmakalah.blogspot.com/2012/07/skripsi-pengaruh-pembelajaran-aqidah.html

Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013

Tammu, R. M. (2018). Keterkaitan Metode dan Media Bervariasi dengan Minat Siswa dalam Pembelajaran Biologi Tingkat SMP. Jurnal Pendidikan (Teori Dan Praktik), 2(2), 134. https://doi.org/10.26740/jp.v2n2.p134-142

Wahyuni, S., Hariandi, A., & Alirmansyah, A. (2023). Upaya Meningkatkan Pemahaman Konsep Peserta Didik pada Muatan IPA Ekosistem Kelas V Sekolah Dasar Menggunakan Video Interaktif. Journal on Education, 5(2), 5152–5172. https://doi.org/10.31004/joe.v5i2.1254




DOI: https://doi.org/10.36987/jpbn.v10i2.5839

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Yara Maulina Nasution, Ummi Nur Afinni Dwi Jayanti

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Jurnal Pembelajaran dan Biologi Nukleus (JPBN) by LPPM Universitas Labuhanbatu is under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY - SA 4.0). Official contact: +6281362238917